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Progress in Understanding Reading: Scientific Foundations and New Frontiers


reviewed by Gay Ivey — 2003

coverTitle: Progress in Understanding Reading: Scientific Foundations and New Frontiers
Author(s): K. E.Stanovich
Publisher: Guilford Press, New York
ISBN: 1572305657, Pages: 536, Year: 2000
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Keith Stanovich has studied the causes and implications of individual differences in reading since the 1970’s.  This volume, a retrospective summary of his work, includes some of his most influential papers from the past 25 years, along with introductory chapters that include his own up-to-date perspectives on what these papers accomplished. Graduate students and researchers new to the field of literacy research will find this volume to be both a history lesson and a framework from which to think about current political issues in reading research and reading education.  What might draw in both novice and seasoned researchers are the stories behind the studies:  collaborations with like-minded colleagues, hypotheses that did not pan out, and reconsiderations of earlier beliefs.      Part I includes three papers dealing with the role of context in reading, with a special focus on an early study with Richard West (West & Stanovich, 1978), who would become Stanovich’s longtime colleague.   What might surprise many readers is that their initial interest in context effects was inspired by Frank... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 635-639
http://www.tcrecord.org ID Number: 10955, Date Accessed: 12/11/2017 11:50:53 PM

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About the Author
  • Gay Ivey
    James Madison University
    E-mail Author
    GAY IVEY is Associate Professor of Reading Education at James Madison University in Harrisonburg, Virginia. A former middle school reading teacher, her research and teaching interests include the development of productive and motivating classrooms for struggling young adolescent readers. Her publications related to middle school reading can be found in such journals as Reading Research Quarterly, The Reading Teacher, Journal of Adolescent & Adult Literacy, Reading Research & Instruction, and Educational Leadership. She is also co-author (with Jo Worthy and Karen Broaddus) of Pathways to Independence: Reading, Writing, and Learning in Grades 3-8, from the Guilford Press.
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